Lewdte 1 Parents Guide

Level 1 Parent’s Guide
Introduction
This year your child will learn English using Learn English with Dora the Explorer™. You have
an important role in your child’s English education. You can help your child be successful in
English, regardless of your own level of English.
Oxford University Press (OUP) has partnered with Viacom Nickelodeon Consumer Products
to create a compelling English Language Teaching program for young students that can be
used at school or at home.
Nickelodeon’s characters have educated and entertained children for decades, using
storytelling techniques which are designed to improve children’s critical‐thinking abilities.
This, combined with OUP’s trusted teaching methodology and valued relationships with
Primary teachers around the world, means that your child will have fun in their English
classes while also making progress.
Welcome to the world of Learn English with Dora the Explorer!
With Dora, every English class is an adventure. On this adventure, your child will learn lots
of English words and useful phrases. The course is unique in that it features the beloved
characters from the Nickelodeon television series Dora the Explorer. Dora and Boots the
monkey inspire students to enjoy learning English and to care about the world around them
through a positive, “can‐do” outlook on life and community values.
Language learning goes beyond what happens in the classroom. Even if you don’t speak
much English, your support and encouragement are extremely valuable.
This Parent’s Guide has been specifically designed to provide you with practical tips and
suggestions, so that you can enjoy being involved in your child’s learning.
The Parent’s Guide provides notes for each pair of lessons in every unit. These notes begin
with a summary of what your child has been learning in each lesson. It is here that you will
see the key vocabulary and language that your child has been practising in class.
Two Home Study Activities are then provided for you and your child to do together. These
activities will enable you to help your child practice the key vocabulary and language, often
allowing your child to personalize what they have learnt and transfer their knowledge to the
context of their own family and home setting. The sequence and staging of these activities
mirror the way the children learn in class – first by listening and responding, then by
listening and repeating, then by speaking.
Learning a language isn’t just about learning words, of course —it’s also about
understanding and respecting other people and relating to them in a positive way. In each
of the animations your child watches in class, they will see Dora and her friends exhibiting
positive values (e.g. helping friends, sharing and being safe) and this is supported with
follow‐up activities to develop your child’s emotional understanding. For this reason, the
Parent’s Guide also enlists your help in reaffirming the values your child has been learning.
Guidance for doing this is detailed in the notes for Lessons 5–6 in every unit.
© Oxford University Press. © Viacom International Inc. 1

In addition to the Home Study Activities, further Extra Practice activities are also provided.
These will allow you to make the most of the course materials which are available to you for
home use, namely your child’s Student’s Book and Activity Book, the Storyteller Vocabulary
Presentation video for each unit and the course songs.
The activity suggestions in this section will not only provide you with ideas for using the
materials in a different way to the way they have been used in class, but also give you an
opportunity to talk to your child about what they’re learning in their English lessons and see
the hard work they have been doing.
The notes for each pair of lessons end with a progress check, which enables you to monitor
how well your child is doing, as well as give praise and encouragement to your child.
Tips for Using English Together With Your Child
 Don’t worry if you don’t speak much English. You can still be a lot of help in your
own language, especially when first starting out. Seeing you use the English that you
know will inspire your child to speak English, too!
 Make the most of the available course materials for support with your own English.
The story audio transcripts are provided and you may find that the Storyteller
Vocabulary Presentation video for each unit is a useful learning aid for you too. In
addition, both the video and the songs can provide a useful model for the
pronunciation of new language.
 Encourage and praise your child. Use the progress sections in the Parent’s Guide
notes to celebrate your child’s effort and achievements. You can write a message for
your child, e.g. Good job! That was great! You worked hard! Good try! – Let’s do it
again. I’m proud of you! You can also draw a picture for your child, e.g. a smiley face,
a star, clapping hands or a trophy.
 Don’t be afraid to make mistakes, and to laugh at your own mistakes.
 Let your child make mistakes, too. Your child will learn from your example and have
more fun learning the language.
 Practice English with games that involve movement and mime. Use real objects, such
as your child’s toys, and photos to make practice more relevant to your child.
 Feel free to use your own language to talk to your child about some aspects of their
learning. Conversations about values, as well as the way your child approached
activities in their Student’s Book or Activity Book, are also of wider educational
benefit, such as emotional development and critical‐thinking skills.
 When you have completed a unit or an activity with your child you may want to sing
the Listening 22 We did it! chant.
 Create opportunities for your child to see people using English.
Learning a language is something which takes time and patience, but the best way to
help your child become excited about learning is to show that you are excited, too.

Hello Unit
Lessons 1 and 2
Student Book Level 1, Hello Unit, pages 2–3
Activity Book Level 1, Hello Unit, pages 2–3
In Lessons 1 and 2 your child learnt the following:
People vocabulary: teacher Language: Hello, I’m Dora.

girl
boy
Home Study Activities

1 Find some of your child’s toys, e.g. dolls or soft toys. Ask your child which toy is a
boy. Encourage them to pick up the toys which are boys and say, e.g., Boy! or Boy!
Boy! Boy! Then repeat for the toys which are girls. If you like, encourage your child to
pretend their toys are at school. Ask them who the teacher is and encourage them to
show you and say Teacher! or Teacher! Teacher! Teacher!!
2 Sing the Listening 01 Hello! song with your child. Take it in turns to sing the third
verse, using your own name. Then sing the song together with your child’s toys, e.g.
dolls or soft toys, using their names instead of Dora and Boot’s names. If you like,
use funny voices for the toys. When you are out and meet someone who speaks
English, encourage your child to introduce themselves to this person in English, e.g.,
Hello, I’m Daniel.
Extra Practice
 Storyteller Hello Unit Lesson 1 Vocabulary Presentation video: Watch the video
together. Ask your child to listen and repeat the words. Then listen and repeat
together or take it in turns to listen and repeat.
 Listening 01 Hello! song
My child can Write a message or draw a picture for your child:
 identify and say the people.
 sing the Hello! song.
 introduce themselves and say Hello, I’m

(Dora).

Unit 1 School
Lessons 1 and 2
Student Book Level 1, Unit 1, pages 4–5
Activity Book Level 1, Unit 1, pages 4–5
School vocabulary: school

lunch box
bag
book

1 Find a lunch box, a book, a bag and a picture or photo of a school. Say the names of
the objects and encourage your child to point to them. Then point to each object
and encourage your child to say the word, e.g., Book! or Book! Book! Book!
2 Hide a lunchbox, a book, a bag and a picture or photo of a school in different places
at home. Ask your child to find each object, bring them to you and say the words.
Extra Practice
 Storyteller Unit 1 Lesson 1 Vocabulary Presentation video: Watch the video

 Activity Book page 4: Ask your child to point to the pictures they have colored and
say the words, e.g., Bag! Or Bag! Bag! Bag!
 listen and identify the school things.

 listen and repeat the school things.
 identify and say the school things.

Unit 1 School
Lessons 3 and 4
Language: It’s a school. School vocabulary: school

lunch box
bag
book
teacher

1 Sing the Listening 02 It’s a School song with your child. Take turns singing the verses.
Then choose one of the vocabulary items and start to draw it on a piece of paper.
Encourage your child to guess what it is and say, e.g., It’s a school!
2 Put a lunch box, a book, a bag, and a picture of a school and a teacher on the table.
Ask your child to point to each item and say what it is, e.g., It’s a lunch box. Then ask
your child to close their eyes. Take one item and hide it under the table. Ask your
child to open their eyes and guess what’s under the table e.g., It’s a book! Your child
can then look under the table to check. Repeat for the other items.
Extra Practice
 Listening 02 It’s a School song

 Student Book page 6: Ask your child to close their eyes. Cover the teacher, the lunch
box, the school, the bag or the book with paper. Ask your child to open their eyes
and say what’s under the paper, e.g., It’s a teacher! Repeat, covering a different part
of the picture.
 Activity Book page 7: Ask your child to draw around the small pictures of the lunch
box, the book, the school and the bag with a pencil to practise fine motor skills.

 identify school things and say It’s a (bag).
 sing the It’s a School song.

Unit 1 School
Lessons 5 and 6
In Lessons 5 and 6 your child learnt to:
Tell a story through actions and mime Explore the value: Help your friends

1 Ask your child to tell you the story in their own language, using the pictures on pages
8 and 9 of the Student Book. This will show you if they have understood the story
well in English. If you feel confident, read the story to your child using the story
audio transcript. Point to the characters in the story and ask Who’s this? Encourage
your child to tell you the characters’ names. Point to things in the pictures and ask
What’s this? Encourage your child to tell you, e.g., It’s a lunch box.
2 In your own language, ask your child who Dora’s friends are in the story (Boots and
Tico). Ask how Dora helped her friends in the story (She went to school with them on
their first day.) Ask your child Who is your friend? Encourage them to tell you ways
they can help their friend (in their own language) to reinforce the value from the
lesson.
Extra Practice
 Activity Book page 8: Encourage your child to follow the path they drew with their
finger and say the names of the characters and things.
 Listening 02 It’s a School song: Sing the song with your child again to review the
school vocabulary.
 understand a story in English.
 identify the characters in the story by name.
 identify things in the story and say It’s a

(lunch box).

Unit 1 School
Lessons 7 and 8
Language: What’s your name?

My name’s Anna.

1 Sing the Listening 03 What’s Your Name? song with your child. Take turns singing
the questions and the answers and use your own names. Sing the song again with
some of your child’s toys, e.g. soft toys or dolls. Pretend the toys are answering the
questions and use their names.
2 Find some family photos. Encourage your child to ask What’s your name? Then
answer with the name of a person in a photograph, e.g., My name’s (Daniel). If you
like, use a different voice to pretend to be this person. Encourage your child to find
and point to the photo of the person you named. Repeat with different names. Then
change roles to play again.
Extra Practice
 Listening 03 What’s Your Name? song

 Craft project: Ask your child to show you their craft work book. Encourage them to
point to each picture and say, e.g., It’s a bag.
 sing the What’s Your Name? song.

 ask What’s your name?
 answer My name’s (Anna).
 remember the school vocabulary and say
It’s a (school).

Unit 2 My Family
Lessons 1 and 2
Family vocabulary: sister

brother
mommy
daddy

1 Look at some photos of families with your child. You could look at photos in a
magazine or online. Try to find photos with the family members listed above. Say a
family word and ask your child to point to the family member in the photo. Then
point to a family member and ask your child to say the word, e.g., Mommy! or
Mommy! Mommy! Mommy!
2 Encourage your child to make a family with their toys. Encourage them to point to
each toy and tell you who they are, e.g., Daddy! Brother! Sister!
Extra Practice

together. Then act out the video. Encourage your child to be the storyteller and say
the words for you to repeat.
 Activity Book page 13: Say a family word, e.g., Mommy! Encourage your child to
point to all the pictures of this family member and say the word each time. Repeat
for the other family words.
 listen and identify the family members.
 listen and repeat the family members.
 identify and say the family members.

Unit 2 My Family
Lessons 3 and 4
Language: This is my mommy. Family vocabulary: sister

brother
mommy
daddy

1 Find some photos of your family. Say a family word from the lesson, e.g., Brother!
and encourage your child to point to the family member in the photos. Then point to
a family member and encourage your child to say who it is, e.g., This is my daddy.
2 Use your family photos with the Listening 04 This Is My Mommy song. Sing the song
with your child, encouraging them to point to any of the corresponding family
members they have in the photos.
Extra Practice
 Listening 04 This Is My Mommy song.

 Activity Book page 14: Ask your child to pretend to be Dora and introduce you to her
family. Encourage them to point to each family and say who it is, e.g., This is my
brother.
 Student Book page 15: Look at the lines. Then draw some similar lines on a piece of
paper. Ask your child to follow the lines with their finger. Then ask your child to
follow the lines with a pencil to develop fine motor skills.
 identify family members and say

This is my (sister).
 sing the This Is My Mommy song.

Unit 2 My Family
Lessons 5 and 6
Tell a story through actions and mime Explore the value: Be safe

1 Ask your child to tell you their favourite part of the story and point to the
corresponding frame on pages 16 and 17 of the Student Book. Encourage them to
tell you about this part of the story in their own language. This will show you if they
have understood the story well in English. If you feel confident, read the story to
your child using the story audio transcript. Point to the characters in the story and
ask Who’s this? Encourage your child to tell you the characters’ names and family
words.
2 Look at Frame 5 of the story with your child. In your own language, ask them how
Dora and her friends stayed safe (They held hands).
The next time you want your child to hold your hand for safety, say in English Be
safe! Hold hands! to reinforce the value from the lesson.
Extra Practice
 Activity Book page 17: Look at the picture with your child. Ask them to draw a
similar picture of themselves holding your hand to cross the road. Then encourage
them to point and say Be safe! Hold hands!
 Listening 04 This Is My Mommy song: Sing the song with your child again to review
the family vocabulary.

 identify Dora’s family members in the story
and say the family words.

Unit 2 My Family
Lessons 7 and 8
Language: hold hands

stop
look
go

1 Play a game with your child in the park or a garden. Encourage your child to run
around and then shout instructions for your child to act out, e.g., Stop! Look! Go!
2 Sing the Listening 05 Let’s Be Safe song with your child. Encourage your child to
teach you the actions for the song and join in with the actions. Take the opportunity
to use the same English instructions with your child when you are crossing the road
together, e.g. say Hold hands! Stop! Look! Go!
Extra Practice
 Listening 05 Let’s Be Safe song

 Craft project: Ask your child to show you their craft work picture of their family.
Encourage them to point to each family member and identify them, e.g., This is my
mommy.
 sing the Let’s Be Safe song.

 respond to instructions, e.g., Hold hands!
 give instructions, e.g., Stop!
 remember the family vocabulary and say
This is my (mommy).

Unit 3 Numbers
Lessons 1 and 2
Numbers: 1, 2, 3, 4, 5

1 Find five pencils and put them on the table. Encourage your child to count them with
you, saying 1, 2, 3, 4, 5. Then say a number and ask your child to count the same
number of pencils and give them to you. Encourage them to say the numbers out
loud as they count.
2 Walk around the room counting things (from 1 to 5) with your child.
Extra Practice

together. Ask your child to listen and repeat the numbers. Then watch again and
listen and repeat together, or take it in turns to listen and repeat.
 Student Book page 20: Say the numbers on the balloons in order, encouraging your
child to listen and point to the correct picture. Then repeat, but say the numbers out
of order.
 listen and identify numbers.

 count to 5.
 identify and say numbers 1 to 5.

Unit 3 Numbers
Lessons 3 and 4
Language: 1 book Numbers: 1, 2, 3, 4, 5

2 books

1 Find five books and a bag. First encourage your child to count the books with you,
e.g., 1 book. 2 books. 3 books etc. Then ask your child to close their eyes. Put one or
more books in the bag. Ask your child to open their eyes and then guess how many
books are in the bag, e.g., 4 books! Take the books out of the bag one at a time for
your child to count and check their answer. Repeat with different numbers of books.
Then change roles with your child.
2 Use the five books with the Listening 06 Books! Books! song. Put the books in a line
and encourage your child to point to them in turn as they sing.
Extra Practice
 Listening 06 Books! Books! song

 Activity Book page 23: Ask your child to show you how they found the answers to
this activity, encouraging them to count the books, lunchboxes, bags, pictures of
schools and the teacher. Challenge them to tell you how many boys and girls there
are (1 girl. 2 boys).
 Student Book page 23: Say a number and an object, e.g., 5 lunchboxes! Encourage
your child to listen and then count the same number of the objects you said on the
page. Repeat with different numbers and objects, e.g., 2 schools! 1 bag!
 count and say 1 book, 2 books.

 sing the Books! Books! song.

Unit 3 Numbers
Lessons 5 and 6
Tell a story through actions and mime Explore the value: Say nice words

your child to tell you the characters’ names. Point to the trolls in Frame 4 of the
story and encourage your child to count them in English and say the number (Five).
2 Look at Frame 7 of the story with your child. Ask them if they can remember which
nice words Dora said to Little Map. (Wow! That’s a great map, Little Map!)
In your own language, talk to your child about why it’s good to say nice words to
people, to reinforce the value from the lesson. Encourage your child to think of some
nice words they could say to their friends or family members.
Extra Practice
 Activity Book page 25: Look at the picture on the right with your child. Ask them to
draw a similar picture of themselves saying nice words to a friend or family member.
Then encourage them to tell you about their picture and the nice words they could
say, e.g., That’s nice! I like it! Very good! Wow!
 Listening 06 Books! Books! song: Sing the song with your child again to review the
numbers.

 count things in the story and say the number.

Unit 3 Numbers
Lessons 7 and 8
Language: How old are you?

I’m 4.

1 Write numbers 1–5 on five stickers. Encourage your child to choose a number sticker
and stick it to their clothes. Ask your child How old are you? and encourage them to
answer according to the number on their sticker, e.g., I’m 1! Then change roles.
2 Take it in turns to sing the questions and answers in the Listening 07 How Old Are
You? song with your child. Encourage your child to teach you the actions for the
song. If you like, use your number stickers and make new verses with different ages.
Extra Practice
 Listening 07 How Old Are You? song

 Craft project: Ask your child to show you their craft work picture of their handprint.
Encourage them to point to each finger, count the dots and say the number.
 sing the How Old Are You? song.

 ask How old are you?
 answer I’m (3).
 remember the numbers and say
1 book. (2) books.

Unit 4 Colors
Lessons 1 and 2
Colors: blue
green
yellow
red

1 Choose a color and say, e.g., Find (blue)! Encourage your child to run and touch
something blue in the room. Repeat for all the colors. Then change roles and play
again.
2 Find a pen or a pencil of each color (blue, green, yellow and red) and put them on
the table. Ask your child to close their eyes. Then take one pen or pencil and hide it
behind your back. Ask your child to open their eyes and tell you which pen or pencil
you have, e.g., Green! Repeat for all the colors.
Extra Practice

 Activity Book page 28: Ask your child to show you the rainbow they colored.
Encourage them to point to each color and say the color word.
 listen and identify the colors.

 listen and repeat the colors.
 identify and say the colors.

Unit 4 Colors
Lessons 3 and 4
Language: It’s yellow. Colors: blue

green
yellow
red

1 Look around the room and choose something red. Don’t tell your child what it is. Say
It’s red! Encourage your child to walk around the room touching red things until they
find the thing you chose. Then say Yes! Repeat for all the colors. Then change roles.
2 Sing the Listening 08 It’s Yellow song with your child. Then look at some of your
child’s toys with your child. Point to a toy and encourage them to say what color it is,
e.g., It’s blue.
Extra Practice
 Listening 08 It’s Yellow song

 Activity Book page 31: Look at the color sequences on the page. Encourage your
child to point and say the colors in each line. Then draw a new color sequence with
colored pens or pencils for your child to complete.
 identify colors and say It’s (yellow).

 sing the It’s Yellow song.

Unit 4 Colors
Lessons 5 and 6
Tell a story through actions and mime Explore the value: Be creative

ask Who’s this? Encourage your child to tell you the characters’ names. Point to
things in the pictures and ask What color is it? Encourage your child to tell you, e.g.,
It’s green.
2 Look at Frame 7 of the story with your child. In your own language, ask them to tell
you what Boots is doing (He’s painting with sponges. He’s being creative.)
In your own language, talk to your child about different ways people can be creative.
Encourage your child to think of some creative things they and other people in the
family like to do.
Extra Practice
 Activity Book page 33: Encourage your child to show you the picture they colored.
Ask them to point to things and say, e.g., It’s red. It’s yellow.
 Listening 08 It’s Yellow song: Sing the song with your child again to review the colors.

 identify colors in the story and say It’s
(yellow).

Unit 4 Colors
Lessons 7 and 8
Language: Let’s paint!

1 Sing the Listening 09 Let’s Paint song with your child. Encourage your child to teach
you the actions.
2 Find some paper, some yellow, blue, red and green paint and two paint brushes. Say
Let’s paint! Paint a picture with your child. If you like, sing the Let’s Paint song
together while you paint. When you’ve finished, point to your pictures and
encourage your child to say the colors, e.g., It’s red.
Extra Practice
 Listening 09 Let’s Paint song

 Craft project: Ask your child to show you their craft work color poster. Encourage
them to point to each color and the pictures they chose and say, e.g., It’s yellow.
 sing the Let’s Paint song.

 listen, respond to and say Let’s paint!
 remember the colors and say
It’s (yellow).

Unit 5 Toys
Lessons 1 and 2
Toy vocabulary: doll

ball
car
teddy

1 Look through a toy catalogue and find a doll, a ball, a car and a teddy (or use real
toys if your child has them). Say the names of the toys and encourage your child to
point to them. Then point to each object and encourage your child to say the word,
e.g., Ball! or Ball! Ball! Ball!
2 Hide a doll, a ball, a car and a teddy (or pictures of these toys) in different places at
home. Ask your child to find each toy, bring them to you and say the words.
Extra Practice

 Activity Book page 36: Ask your child to point to the pictures they have traced and
colored and say the words, e.g., Doll! Or Doll! Doll! Doll!
 listen and identify the toys.
 listen and repeat the toys.
 identify and say the toys.

Unit 5 Toys
Lessons 3 and 4
Language: This is a doll. Toy vocabulary: doll

ball
car
teddy

1 Find a doll, a ball, a car and a teddy (or pictures of these toys). Sing the Listening 10
This Is a Doll song with your child. Encourage your child to point to the toy each time
they sing its name.
2 Go out of the room and put a doll, a ball, a car or a teddy in a bag. Then go back into
the room with the bag. Tell your child not to look in the bag. Ask them to put their
hand in the bag, feel what’s inside and say, e.g., It’s a car! Repeat for all the toys. If
you like, change roles.
Extra Practice
 Listening 10 This Is a Doll song

 Student Book page 38: Ask your child to close their eyes. Cover the doll, the ball, the
car or the teddy with paper. Ask your child to open their eyes, point to the paper
and say what’s under it, e.g., This is a teddy! Repeat, covering a different toy each
time.
 Activity Book page 39: Cover the pictures of the wrapped toys. Say This is a car! and
encourage your child to point to the correct picture. Then cover the pictures of the
unwrapped toys. Challenge your child to point to each of the wrapped toys and
remember and say what it is, e.g., This is a ball!
 identify toys and say This is a (doll).
 sing the This Is A Doll song.

Unit 5 Toys
Lessons 5 and 6
Tell a story through actions and mime Explore the value: Share your toys

your child to tell you the characters’ names. Point to toys in the pictures and ask
What’s this? Encourage your child to tell you, e.g. This is a teddy.
2 Look at Frame 7 of the story with your child. In your own language, ask them to tell
you what Dora’s brother and sister are doing. (They’re sharing the toy).
In your own language, talk to your child about why it’s good to share toys. Encourage
your child to think of some of their favourite toys and who they can share them with.
Extra Practice
 Activity Book page 41: Look at the picture on the left with your child. Ask which toy
the boy is sharing with his friend (a car). Ask your child to draw a similar picture of
themselves sharing a toy with a family member or friend. Put the picture up at home
to remind them that it’s good to share toys.
 Listening 10 This Is a Doll song: Sing the song with your child again to review the toy
vocabulary.
 identify things in the story and say This is

a (doll).

Unit 5 Toys
Lessons 7 and 8
Language: Stand up
Sit down
Jump

1 Sing the Listening 11 Stand Up! song with your child. Encourage your child to teach
you the actions. Sing the song again with some of your child’s toys, e.g., a doll and a
teddy. Make the toys do the actions while you sing.
2 Play some music and encourage your child to dance around the room. Then stop the
music and shout e.g., Jump! Encourage your child to jump up in the air. Then play the
music again. Repeat with different instructions. When you say Stand up! your child
should stand very straight and tall. When you say Sit down! your child should sit
down on the floor.
Extra Practice
 Listening 11 Stand Up! song

 Craft project: Ask your child to show you their craft work toy pictures. Encourage
them to point to each toy and say, e.g., This is a ball. It’s blue.
 sing the Stand Up! song.
 listen, respond to and say Stand up! Sit down!

Jump!
 remember the toy vocabulary and say
This is a (doll).

Unit 6 My Day
Lessons 1 and 2
Times of day vocabulary: morning

night
naptime
bedtime

1 Find some things which your child uses in the morning, at night, at naptime and at
bedtime, e.g. morning: a coat and shoes they wear for school, night: a cup they drink
from or a game they play at night time, naptime: a blanket or cushion they use for a
nap, bedtime: their pyjamas, or a pillow or soft toy from their bed. Put all the things
together and then ask your child to pick up each one and say the time of day, e.g.,
Morning! or Morning! Morning! Morning! Encourage your child to sort the things
into 4 groups: morning, night, naptime and bedtime.
2 Take the opportunity to use the English words at different times of the day, e.g.
when it’s time to get up, say It’s morning! You can then encourage your child to say
the words, e.g. say It’s … and wait for them to say the time of day.
Extra Practice

 Activity Book page 45: Ask your child to follow the lines they drew with their finger,
point to the pictures say, e.g., Bedtime! or Bedtime! Bedtime! Bedtime!
 listen and identify the times of day.
 listen and repeat the times of day.
 identify and say the times of day.

Unit 6 My Day
Lessons 3 and 4
Language: Is it morning? Times of day vocabulary: morning

Yes. night
No. naptime
bedtime

1 Sing the Listening 12 Is It Morning? song with your child, encouraging them to nod
their head for Yes and shake their head for No. At different times of the day, sing a
verse from the song and encourage your child to join in with the true answer.
2 In your own language, talk to your child about the activities they do at the different
times of day, e.g. have a shower in the morning, listen to a story at bedtime. Then
take it in turns to mime an activity and guess the time of day by saying, e.g., Is it
night? Answer, or encourage your child to answer Yes or No, as appropriate.
Extra Practice
 Listening 12 Is It Morning? song

 Student Book page 47: Point to one of the pictures down the right side of the page
and ask your child a question, e.g., Is it naptime? Encourage your child to answer Yes
or No. If the answer is No, encourage them to say the correct answer, e.g. No! It’s
bedtime.
 Activity Book page 47: Tell your child you are thinking of a picture they colored on
the page. Encourage them to guess which picture you are thinking of, point to it and
ask e.g., Is it night? Answer Yes or No. When your child guesses correctly, change
roles.
 ask Is it (morning)?
 answer Yes or No.
 sing the Is It Morning? song.

Unit 6 My Day
Lessons 5 and 6
Tell a story through actions and mime Explore the value: Look after your toys

ask Who’s this? Encourage your child to tell you the characters’ names. Point to
Frame 8 and ask Is it morning? Is it naptime? Encourage your child to say No! Then
ask Is it night? Is it bedtime? Encourage your child to say Yes!
2 Look at Frame 2 of the story with your child. In your own language, ask your child if
Boots looked after his toy dinosaur (No. He left it in the Play Park). Talk to your child
about why it’s good to look their toys. Encourage them to tell you ways they can look
after their toys, to reinforce the value from the lesson.
Extra Practice
 Activity Book page 49: Point to the toys in the picture and encourage your child to
remember the words (ball, teddy, car, dinosaur). Make a sign for your child’s toybox
by copying the value Look After Your Toys onto a piece of paper and asking your child
to decorate it.
 Listening 12 Is It Morning? song: Sing the song with your child again to review the
time of day vocabulary.
 answer questions about the time of day in

the story Is it (naptime)? (No.)

Unit 6 My Day
Lessons 7 and 8
Language: Good Morning

Good Night

1 Sing the Listening 13 Good Morning! song with your child. Encourage your child to
teach you the actions. Sing the Good Morning verse when it’s time to get up and the
Good Night verse when it’s bedtime, encouraging your child to join in.
2 Encourage your child to say Good Morning! to everyone in the house when it’s
morning, and Good Night! when it’s bedtime. They can also say Good (Morning),
(Teddy)! to their toys.
Extra Practice
 Listening 13 Good Morning! song

 Craft project: Ask your child to show you their craft work paper plate. Tell them to
hide their plate under the table with either night or morning facing up. Ask Is it
morning? Then encourage your child to hold up their plate and say Yes! Good
Morning! or No! Good Night! etc.
 sing the Good Morning! song.

say Good Morning! and Good Night! as
 appropriate.
 remember the times of day vocabulary and
ask and answer Is it (morning)? (Yes)

Unit 7 Feelings
Lessons 1 and 2
Feelings vocabulary: happy

sad
sleepy
hungry

1 Mime one of the feelings for your child to guess. Encourage them to say, e.g., Sleepy!
or Sleepy! Sleepy! Sleepy!
2 Find some of your child’s toys, e.g. teddies and/or dolls. Ask your child to decide how
each toy feels today. Then encourage them to hold up a toy and say how it feels,
e.g., Hungry! If you like, ask your child to say why a toy feels happy or sad, etc. in
their own language, to reinforce the meaning of the English words.
Extra Practice

 Activity Book page 52: Ask your child to point to the pictures they have traced
around and colored and say the words, e.g., Happy! or Happy! Happy! Happy!
 listen and identify the feelings.
 listen and repeat the feelings.
 identify and say the feelings.

Unit 7 Feelings
Lessons 3 and 4
Language: I’m happy. Feelings vocabulary: happy

sad
sleepy
hungry

1 Sing the Listening 14 I’m Happy! song with your child. Take turns singing the verses.
Encourage your child to teach you any actions they have learnt or make up your own
actions together. Encourage your child to sing a verse of the song with you at
appropriate times, e.g. when they are happy.
2 Take the opportunity to ask your child how they feel at different times of day, e.g.
ask them at bedtime and encourage them to reply in English, e.g., I’m sleepy! or ask
them at dinnertime and encourage them to reply I’m hungry!
Extra Practice
 Listening 14 I’m Happy! song

 Activity Book page 55: Choose one of the children in the big picture. Don’t tell your
child who you are. Say e.g., I’m hungry (using a different voice, if you like).
Encourage your child to guess who you are and point to the correct child in the
picture. Then change roles.
 Student Book page 55: Look at the lines. Then draw some similar lines on a piece of
paper. Ask your child to follow the lines with their finger. Then ask your child to
follow the lines with a pencil to develop fine motor skills.
 identify feelings and say I’m (happy).
 sing the I’m Happy! song.

Unit 7 Feelings
Lessons 5 and 6
Tell a story through actions and mime Explore the value: Have your nap

your child to tell you the characters’ names. Then encourage your child to point to
the characters and say how they feel e.g. point to the baby bear in Frame 4 and say
hungry.
2 In your own language, ask your child what happened when Baby Bear wasn’t at
home at naptime. (She kept falling asleep.) Talk to your child about why baby
animals and children need sleep, to reinforce the value from the lesson. The next
time your child is sleepy in the daytime, you can say Have your nap! in English.
Extra Practice
 Activity Book page 57: Look at the picture on the left with your child. Talk about how
the girl is feeling (She’s sad because she’s sleepy.) Encourage your child to say to the
girl in the picture It’s naptime! Have your nap!
 Listening 14 I’m Happy! song: Sing the song with your child again to review the
feelings vocabulary.
 identify how characters in the story feel and

say (hungry).

Unit 7 Feelings
Lessons 7 and 8
Language: Let’s go to sleep.

Close your eyes.

1 Sing the Listening 15 Let’s Go To Sleep song with your child. Encourage them to
teach you the actions. Sing the song again with some of your child’s toys, e.g. soft
toys or dolls. Pretend it’s naptime for the toys and sing the song together as you lie
them down for a nap.
2 At bedtime or naptime, take the opportunity to say to your child Let’s go to sleep!
Close your eyes!
Extra Practice
 Listening 15 Let’s Go To Sleep song

 Craft project: Ask your child to show you their craft work faces picture. Encourage
them to point to each picture and say, e.g., I’m happy.
 sing the Let’s Go To Sleep song.

listen and understand Let’s go to sleep. Close
 your eyes.
 say Let’s go to sleep. Close your eyes.
 remember the feelings vocabulary and say
I’m (happy).

Unit 8 Snack Time!
Lessons 1 and 2
Snacks vocabulary: milk

apples
carrots
cookies

1 Put a carton of milk, two apples, two carrots and two cookies on the table. If you
don’t have the foods use food pictures or photos. Say the snack words and
encourage your child to point to them. Then point to each snack and encourage your
child to say the word, e.g., Milk! or Milk! Milk! Milk!
2 Keep the snacks on the table. Say Close your eyes! to your child. Cover one kind of
snack with a cloth. Then say Open your eyes! Encourage your child to look and say
which kind of snack you have covered, e.g., Carrots! Repeat, covering different
snacks. Play a different version of this game with 5 apples and 5 carrots. When your
child closes their eyes, cover one or more apples or carrots with the cloth. Tell your
child to open their eyes and say how many apples or carrots are under the cloth,
e.g., 1 apple! 4 carrots!
Extra Practice

 Student Book page 61: Ask your child to show you how they did this activity by
pointing to the snacks in the big picture, counting and saying e.g., 5 apples.
 listen and identify the snacks.
 listen and repeat the snacks.
 identify and say the snacks.

 count and say 1 (apple), 2 (carrots).

Unit 8 Snack Time!
Lessons 3 and 4
Language: I like apples. Snacks vocabulary: milk

apples
carrots
cookies

1 Sing the Listening 16 I Like Apples song with your child. Take turns singing the
verses. Then put a carton of milk, and two or more apples, carrots and cookies or
food pictures on the table. Sing the song again, pointing to the snacks together as
you sing.
2 Keep the snacks on the table. Choose a snack and say e.g., I like apples! Encourage
your child to listen, pick up the apples and give them to you. Repeat for all the
snacks. Then change roles.
Extra Practice
 Listening 16 I Like Apples song

 Student Book page 63: Ask your child to close their eyes. Cover one of the snacks
with paper. Ask your child to open their eyes. Point to the boy or girl whose snack is
covered. Ask your child to remember what the hidden snack is, and say what this boy
or girl is thinking, e.g., I like (cookies). Repeat, covering different snacks. Then change
roles.
 Activity Book page 63: Choose a boy or girl. Don’t tell your child which one. Pretend
to be the boy or girl and say the food they like from the pictures on the right, e.g., I
like milk! Encourage your child to find the milk, then follow the line backwards with
their finger to find which boy or girl you are. Change roles to play the game again.
 identify snacks they like and say I like

(apples).
 sing the I Like Apples song.

Unit 8 Snack Time!
Lessons 5 and 6
Tell a story through actions and mime Explore the value: Eat healthily

your child to tell you the characters’ names. Point to Frame 4 and encourage your
child to tell you what Baby Winky is thinking (I like milk. I like carrots. I like apples.)
2 Look at Frame 4 again with your child and, in your own language, ask them if milk,
carrots and apples are healthy snacks. (Yes.) Ask them if they can say other kinds of
healthy food or snacks in their own language, to reinforce the value. The next time
your child has a healthy snack, say Eat healthily!
Extra Practice
 Activity Book page 64: Ask your child to point to Baby Winky’s tummy screen and say
the healthy snacks he needs. Then encourage your child to make a tummy screen for
themselves by drawing healthy foods they like inside a screen shape on a piece of
paper or card.
 Listening 16 I Like Apples song: Sing the song with your child again to review the
snacks vocabulary.
 identify healthy snacks in the story and say I

like (milk).

Unit 8 Snack Time!
Lessons 7 and 8
Language: Please.
Here you are.
Thank you very much.

1 Sing the Listening 17 Apples, Please song with your child. Take turns singing the
parts of the song, as if one of you is asking for a snack and the other is giving the
snack. Sing the song again with real snacks, taking it in turns to point to a snack and
pick it up and give it to each other.
2 Do a role play of a shop keeper and a customer with your child. Set up a little shop
with milk, apples, carrots and cookies. Encourage your child to come to the shop,
choose a snack and ask for it politely, e.g., Milk, please. Give your child the snack and
say Here you are! Encourage your child to say Thank you or Thank you very much.
Then change roles.
Extra Practice
 Listening 17 Apples, Please song

 Craft project: Ask your child to show you their craft work paper plate. Tell them to
point to the snacks they drew and say e.g., I like milk. I like apples. If they have drawn
apples, ask them to say what color they are, e.g., Green! If they have drawn more
than one apple, carrot or cookie, ask them to count them and say e.g., Two carrots.
 sing the Apples, Please song.

use polite language: Please, Thank you (very
 much), Here you are.
 remember the snacks vocabulary and say
I like (apples).

Unit 9 Pets
Lessons 1 and 2
Pets vocabulary: dog

rabbit
fish
cat

1 Find a toy dog, rabbit, fish and cat, or a book with pictures of these pets. Say the
names of the pets and encourage your child to point to them. Then point to each pet
and encourage your child to say the word, e.g., Dog! or Dog! Dog! Dog!
2 Pretend to be a dog, rabbit, fish or cat. Encourage your child to guess what you are
and say the word, e.g., Rabbit! Then take it in turns to mime and guess the pets.
Extra Practice

 Activity Book page 69: Ask your child to show you how they found the answers they
circled, by counting each kind of pet and saying 3 rabbits, 2 cats, 1 dog, 4 fish.
 listen and identify the pets.
 listen and repeat the pets.
 identify and say the pets.

Unit 9 Pets
Lessons 3 and 4
Language: What is it? Pets vocabulary: dog

It’s a cat. rabbit
fish
cat

1 Sing the Listening 18 What Is It? song with your child. Take turns singing the
questions and answers. Then choose one of the pets and start to draw it on a piece
of paper. Ask What is it? Encourage your child to guess what it is and say e.g., It’s a
rabbit! Then change roles.
2 The next time you see a real dog, rabbit, fish or cat (or a picture of one of these
pets), ask your child What is it? and encourage them to reply e.g., It’s a fish.
Extra Practice
 Listening 18 What Is It? song

 Student Book page 70: Ask your child to close their eyes. Cover the dog, rabbit, fish
or cat with paper. Tell your child to open their eyes, point to the paper and ask What
is it? Encourage your child to remember and say e.g., It’s a cat! Repeat, covering a
different part of the picture, or changing roles.
 Activity Book page 71: Encourage your child to point to the pictures in each row and
say the animal sequences. Make up some sequences of your own for your child to
complete, e.g. say Dog, Dog, Cat. Dog, Dog, Cat. Dog, Dog, …?
 ask What is it?
 identify pets and say It’s a (cat).
 sing the What Is It? song.

Unit 9 Pets
Lessons 5 and 6
Tell a story through actions and mime Explore the value: Love pets

your child to tell you the characters’ names. Point to the rabbit, dog and fish in
Frame 3 and ask What is it? Encourage your child to tell you, e.g., It’s a rabbit.
Review numbers 1–5 by asking your child to count and tell you how many dog friends
Puppy has in Frame 8 (5).
2 In your own language, ask your child what Dora’s surprise for Puppy the dog was
(Toys). Talk to your child about how pets, especially baby pets, need to play.
Encourage your child to tell you (in their own language) other things that pets need
and how we have to take care of them, to reinforce the value.
Extra Practice
 Activity Book page 73: Ask your child to show you the picture they colored of the girl
taking care of her cat. If your child has a pet, encourage them to draw a picture of
themselves taking care of it. If your child doesn’t have a pet, encourage them to draw
a pet they’d like to have and take care of.
 Listening 18 What Is It? song: Sing the song with your child again to review the pets
vocabulary.
 identify pets in the story and say It’s a

(rabbit).

Unit 9 Pets
Lessons 7 and 8
Language: Dogs go woof.

1 Sing the Listening 19 Dogs Go Woof song with your child. Encourage your child to
teach you the actions. If your child has a toy dog, rabbit, fish and/or cat, sing the
song again with these and pretend the toys are making the noises.
2 Find some pictures of the pets or use toy pets. Make an animal noise, e.g., Meow!
Encourage your child to point to the pet and respond by saying e.g., Cats go meow.
Extra Practice
 Listening 19 Dogs Go Woof song

 Craft project: Ask your child to show you their craft work pet picture. Point to each of
the pets and ask What is it? Encourage your child to reply, telling you the noise it
makes, e.g., It’s a fish. Fish go pop!
 sing the Dogs Go Woof song.
 say the noises pets make, e.g. (Dogs) go

(woof).
 remember the pets vocabulary and ask and
answer What is it? It’s a (cat).

Unit 10 Actions
Lessons 1 and 2
Actions vocabulary: jump

walk
clap
dance

1 Say an action e.g. Clap! and encourage your child to listen and do the action. Then
do one of the actions yourself and encourage your child to say the word, e.g., Walk!
or Walk! Walk! Walk!
2 Pretend you are teaching an exercise class your child is participating in. Say actions
and encourage your child to do them. If you like, use numbers 1–5 too, e.g., Jump! 1,
2, 3. Clap! 1, 2, 3. Dance! Dance! etc. Then encourage your child to take a turn as the
teacher.
Extra Practice

 Activity Book page 76: Ask your child to point to the pictures they have colored and
say the words, e.g., Jump! Or Jump! Jump! Jump!
 listen and identify the actions.
 listen and repeat the actions.
 identify and say the actions.

Unit 10 Actions
Lessons 3 and 4
Language: I can dance. Actions vocabulary: jump

walk
clap
dance

1 Sing the Listening 20 I Can Dance! song with your child and do the actions. Then ask
your child what they can do, and encourage them to do an action and say e.g., I can
clap!
2 Find some of your child’s toys, e.g. teddies or dolls. Say an action e.g., Jump! and
encourage your child to pick up a toy, make the toy jump and say (in the toy’s voice)
e.g., I can jump! Repeat for the actions.
Extra Practice
 Listening 20 I Can Dance! song

 Student Book page 78: Look at the picture and chose a child who is jumping,
dancing, clapping or walking. Don’t tell your child who it is. Then pretend to be this
child and say, e.g., I can dance. Encourage your child to find and point to the correct
picture. Then change roles.
 Activity Book page 79: Choose a child in the picture with a blue, red, green or yellow
T‐shirt and say the colour of their T‐shirt, e.g., Blue! Encourage your child to find the
girl in the blue T‐shirt, pretend to be them and say, e.g., I can dance!
 identify the actions they can do and say

I can (dance).
 sing the I Can Dance song.

Unit 10 Actions
Lessons 5 and 6
Tell a story through actions and mime Explore the value: Be active

ask Who’s this? Encourage your child to tell you the characters’ names. Then point to
Dora in Frames 3, 4 and 7 and ask your child what Dora is thinking, e.g., I can walk! I
can jump! I can dance!
2 In your own language, ask your child who is active in the story and what they do
(Boots and Dora walk. Boots, Dora and Isa jump. Dora dances.) Talk to your child
about why it’s good to be active, to reinforce the value. Encourage them to tell you
active things they like to do (in their own language).
Extra Practice
 Activity Book page 81: Look at the picture your child colored. Encourage them to
draw a picture of themselves doing their favorite active activity.
 Listening 20 I Can Dance! song: Sing the song with your child again to review the
actions vocabulary.
 identify actions in the story and say I can

(dance).

Unit 10 Actions
Lessons 7 and 8
Language: Dance with me.

1 Sing the Listening 21 Dance With Me! song with your child. Encourage them to teach
you the actions. Then take it in turns to start singing a verse, doing the action and
then inviting each other to join in.
2 Play a game with your child. Explain that your child should only do an action if you
say please e.g. Dance with me, please! If you don’t say please, they shouldn’t do the
action. Say some actions with please, doing the action at the same time. Your child
should join in doing the action. Then say an action without please, doing the action
at the same time, e.g. Clap with me! If your child doesn’t do the action with you,
continue the game. If your child does the action with you (even though you didn’t
say please), they are out and it’s time to change roles.
Extra Practice
 Listening 21 Dance With Me! song

 Craft project: Ask your child to show you their craft work pictures of themselves
doing actions. Encourage them to point to each picture and say, e.g., I can clap.
 sing the Dance With Me! song.

 respond to requests, e.g. (Dance) with me.
 make requests, e.g. (Dance) with me.
 remember the actions vocabulary and say
I can (dance).

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Level 1 Parent’s Guide

Welcome to the world of Learn English with Dora the Explorer!

© Oxford University Press. © Viacom International Inc. 1

Tips for Using English Together With Your Child

© Oxford University Press. © Viacom International Inc. 2

In Lessons 1 and 2 your child learnt the following:

People vocabulary: teacher Language: Hello, I’m Dora.

Home Study Activities

My child can Write a message or draw a picture for your child:

 identify and say the people.

 sing the Hello! song.

 introduce themselves and say Hello, I’m

© Oxford University Press. © Viacom International Inc. 3

In Lessons 1 and 2 your child learnt the following:

School vocabulary: school

Home Study Activities

 Storyteller Unit 1 Lesson 1 Vocabulary Presentation video: Watch the video

My child can Write a message or draw a picture for your child:

 listen and identify the school things.

© Oxford University Press. © Viacom International Inc. 4

In Lessons 3 and 4 your child learnt the following:

Language: It’s a school. School vocabulary: school

Home Study Activities

 Listening 02 It’s a School song

My child can Write a message or draw a picture for your child:

© Oxford University Press. © Viacom International Inc. 5

In Lessons 5 and 6 your child learnt to:

Home Study Activities

My child can Write a message or draw a picture for your child:

 understand a story in English.

 identify the characters in the story by name.

 identify things in the story and say It’s a

© Oxford University Press. © Viacom International Inc. 6

In Lessons 7 and 8 your child learnt the following:

Language: What’s your name?

Home Study Activities

 Listening 03 What’s Your Name? song

My child can Write a message or draw a picture for your child:

 sing the What’s Your Name? song.

© Oxford University Press. © Viacom International Inc. 7

In Lessons 1 and 2 your child learnt the following:

Family vocabulary: sister

Home Study Activities

 Storyteller Unit 2 Lesson 1 Vocabulary Presentation video: Watch the video

My child can Write a message or draw a picture for your child:

 listen and identify the family members.

 listen and repeat the family members.

 identify and say the family members.

© Oxford University Press. © Viacom International Inc. 8

In Lessons 3 and 4 your child learnt the following:

Language: This is my mommy. Family vocabulary: sister

Home Study Activities

 Listening 04 This Is My Mommy song.

My child can Write a message or draw a picture for your child:

 identify family members and say

© Oxford University Press. © Viacom International Inc. 9

In Lessons 5 and 6 your child learnt to:

Home Study Activities

My child can Write a message or draw a picture for your child:

 understand a story in English.

© Oxford University Press. © Viacom International Inc. 10

In Lessons 7 and 8 your child learnt the following:

Language: hold hands